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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Foundations Of Education at the University Of Zululand, 2018 / This study was about the role awareness of school governing bodies in the recruitment of teachers in UMkhanyakude District. The objectives of this study were: to determine the role of the school governing bodies in the recruitment of teachers in the UMkhanyakude District, to establish whether the school governing bodies in UMkhanyakude are able to perform the task of teacher recruitment and to determine the type of challenges UMkhanyakude District SGBs encounter when recruiting teachers. This was a qualitative research study exploring how SGBs in UMkhanyakude perform their duties regarding teacher recruitment and selection. Purposive sampling was chosen. The SGBs were a target group from 10 schools that were sampled and 10 participants participated. Data collected revealed that there are many challenges the SGBs face in teacher recruitment and selection. The challenge of selecting appropriate teachers was seen as the root cause of all other problems encountered in this critical function SGBs are entrusted with. SGBs were able to point out areas of development like: the role each constituency has to play in the interview committee, the code of conduct for educators, training on recruitment requirements and the human relations and communication. Some of the recommendations made included that the District must provide tailor-make continuous training based on needs and demand. The study also recommends translation of recruitment documents to help them understand. It was also recommended that the appointment of principals should be delegated to the district and not to SGBs. Newly appointed teachers should serve on probation before their permanent posts are confirmed. It was recommended that similar research should be undertaken with a bigger sample and it should be expanded to embrace other districts to increase validity and reliability of results.

This study attempted to depict and portray the problems which confronted W. C. C. Claiborne in his governing of Louisiana. From the time of Lousiana purchased in 1803 until 1812, when the territorial governor and from 1812 until 1816 he served as the first state governor. These problems have been summarized from reading the personal letters of Governor Claiborne written during his term of office.

Since the new dispensation, all stakeholders in the school are expected to play an active role in the governance of schools. It is not the responsibility of government alone to see that schools are up and running. Parents, educators, non-teaching staff, learners (in Secondary Schools) and the community must also share their ideas on how the school is to be administered. This study has focused on the knowledge that the School Governing Bodies (SGB's) should posses in relation to legislations and the application of the knowledge make an impact in the administration and management of the school in the Klerksdorp-area. For schools to function effectively, the School Governing Bodies need to know that the Constitution (Act 108 of 1996) is the supreme law that has an impact in all education legislations, policies and regulations. Therefore, whatever school policy is to be developed should take cognizance of the Constitution. Central to the study is the SGBs' understanding of their roles and functions as stipulated in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the school efficiently and effectively. It is expected that the SGBs should transfer their knowledge into action by formulating policies that govern the school. By formulating school policies the SGB will then be able to have an influence since clear directions will be stipulated in the school policy on how the school is to be managed and administered. School Governing Bodies, as governors of the school are also accountable to people that elected them. It is their responsibility to provide feedback to their constituency and to inform them on the progress made. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.

The UKSG was a government-funded initiative that provided a high-quality, multi-sport event for the UK s elite young athletes of school age over a six-year period. At time of investigation, the event addressed six objectives (both developmental and operational in focus) through eight Olympic sports. Operational targets ensured that athletes were selected to compete at the UKSG. Developmental targets were indirectly linked to the event and made use of the UKSG profile to drive forward other youth related projects, such as the National Competition Framework (NCF). This study explored the outcomes of these objectives, whilst understanding the relationship between the Youth Sport Trust (YST) and eight sports, and locating the implementation of the UKSG within a broader analysis of the policy process for youth / school sport. The study utilized various policy process and implementation concepts to support analysis of findings. In particular, bottom-up and top-down theories of policy implementation and the advocacy coalition framework, policy networks and multiple streams approaches proved particularly useful as heuristic devices or useful points of comparison in the analysis of stages of policy process. The findings from the three case study sports (supported by the data collected from the five other investigated sports) made for interesting conclusions in relation to the three research questions: 1). What are the key impacts of the UKSG on the competition structures of the eight sports? 2). What is the relationship between the key organisations involved in the UKSG and the NCF? And 3). What is the perceived role of each of the organisations involved in the UKSG and the NCF? Through investigating the eight sports approach to the six UKSG objectives, empirical evidence was collected that related specifically to the sport s approach to youth competition and their newly established NCF (objectives two and three). Evidence identified these objectives as the most challenging of the six to address, due to the looseness of their definition and scope for reinterpretation across and within the sport organisations. With this flexibility came differences in inter-organisational power (between home country NGBs and School Sport Associations) and therefore policy implementation. This inevitably led to mismatches in policy expectations of the YST and policy outcomes delivered by the sports. The study moves on to reveal that the six UKSG objectives proved capable of challenging, and in some cases, changing NGB behavior, albeit through several different implementation approaches. In particular, the UKSG was a programme that supported the positive development of home country NGB and School Sport Association communication and working practices.

Organisational sustainability is associated with the concept of organisational development, which emanates from the resources and capabilities that the organisation has in place. Sustainable organisations possess a strategic system, which is reliant on sustainable resources, and good capabilities that lead to strategic success. This study sets out the extent to which the Egyptian National Olympic Committee (ENOC) and its members the National Federations (NFs) are able to create organisational sustainability. The purpose of this research is to empirically study organisational sustainability and to provide insight into its creation within NFs. It has used a mixed-methods strategy that involved two phases. The first, a thematic analysis, identified the characteristics of the sustainable National Federation. It was undertaken by carrying out semi-structured interviews with ENOC and NF board members, experts, and NF consultants to generate the benchmarks or the requirements needed for sustainable National Federations. The second phase used the Readiness Assessment Tool (RAT) (Robinson and Minikin, 2011) in investigating the organisational development pillars based on the resources and capabilities of the Egyptian NFs (organisations that are responsible for developing the overarching performance of the ENOC). The findings indicated that the NFs included in this study need to develop further in terms of resources and capabilities in order to improve their readiness for sustainability. At their current levels of development, they do not exhibit the necessary or sufficient characteristics to become sustainable sports organisations. In other words, the research reveals that the NFs under investigation are not sufficiently developed to establish organisational sustainability due to their limited resources and low levels of capabilities. The study contributes to the body of knowledge by providing a better understanding of organisational sustainability in NFs. In addition, it creates the characteristics, or the requirements needed for a sustainable NF. Furthermore, it offers the first evidence to suggest that Egyptian NFs need more improvements in terms of resources and capabilities to create a strong sports system leading to sustainable success.

Research Doctorate - Doctor of Philosophy (PhD) / States are contingently formed, enacting modes of governing in diverse and prosaic ways. States’ roles in social governing are shaped by the specificities of institutional contexts and peopled practices. Yet much recent analysis of social governing ignores the influence of state institutions and workers. In such analyses, social governing is taken to be largely driven by an overarching mode of governance—neoliberalism. Indeed for many researchers, techniques of social governing such as interagency working represent practices through which to trace neoliberalism’s enactments, variabilities, co-options and resistances. In obscuring the prosaics of peopled states, our understandings centre on ‘the state’ as a coherent and cogent entity, one that increasingly governs the social in neoliberalised ways. The premise of this thesis is that interagency practices of social governing need to be examined from prosaic perspectives. Such an attention to everyday practice widens the analytical lens on social governing; allowing for disjunctive possibilities of everyday governing rather than focusing on over-determined discoveries of neoliberal rule. Indeed, a prosaics of state institutions relocates interagency workers and institutions from their positioning at the end-points of neoliberal rule and, instead, welcomes their diverse political and social actions as the very foundations on which governing is shaped. In so doing, it reveals practices of state institutions and interagency workers that can be creative, emotive and, as I assert, caring. In accessing everyday spaces through my research, I utilise a case study interagency programme of the New South Wales Government entitled Families First, which attempts to better facilitate the support of families with young children. It is an examination of the spaces of Families First that reveals the multiple ideological framings, congested institutional histories, changeable politics and everyday practices of workers that characterise state institutions and form the foundations of social governing. Rather than rehearse or raze understandings of neoliberal governing, the inclusiveness of a prosaic approach allows neoliberalism to co-exist as a potential practice of diverse interagency contexts; supporting hopeful perspectives on interagency working and nurturing a mutual language of prosaic politics, governing and ethics.

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>